Kırkağaç, Ş., & Öz, H. - ERIC · traits than those in the Big Five Personality Traits Model....

Kırkağaç, Ş., & Öz, H. (2017). The role of big five

personality traits in predicting prospective EFL

teachers’ academic achievement. International Online

Journal of Education and Teaching (IOJET), 4(4),

317-328.

http://iojet.org/index.php/IOJET/article/view/243/174

Received: 19.07.2017

Received in revised form: 14.08.2017 Accepted: 28.08.2017

THE ROLE OF BIG FIVE PERSONALITY TRAITS IN PREDICTING

PROSPECTIVE EFL TEACHERS’ ACADEMIC ACHIEVEMENT*

Şenay KIRKAĞAÇ

Instructor - Dumlupınar University

[email protected]

Hüseyin ÖZ

Asst. Prof. Dr - Hacettepe University

[email protected]

Şenay Kırkağaç majored in Foreign Language Education at Middle East Technical University

and completed her undergraduate studies in 2011. She continued her studies on English

Language Teaching at Hacettepe University and got her Master’s degree in 2016. She has

been teaching English for six years. Currently, she is teaching at Dumlupınar University.

Hüseyin Öz is an assistant professor of applied linguistics and English language teaching at

Hacettepe University. He received his MA degree from Middle East Technical University

and his PhD degree in Linguistics from Hacettepe University, where he teaches

undergraduate and graduate courses in language teaching methods and approaches, research

methods, linguistics, language testing, and technology enhanced language learning. He has

published widely in various refereed journals and presented papers in national and

international conferences. He has also served on the editorial boards of several national and

international publications and is currently the associate and managing editor of Eurasian

Journal of Applied Linguistics.

Copyright by Informascope. Material published and so copyrighted may not be published

elsewhere without the written permission of IOJET.

*This article is part of the first author’s master thesis, completed with the supervision of the second author.

http://iojet.org/index.php/IOJET/article/view/243/174

http://orcid.org/0000-0001-6119-0176

http://orcid.org/0000-0002-6512-4931

International Online Journal of Education and Teaching (IOJET) 2017, 4(4), 317-328.

317

THE ROLE OF BIG FIVE PERSONALITY TRAITS IN PREDICTING

PROSPECTIVE EFL TEACHERS’ ACADEMIC ACHIEVEMENT

Şenay KIRKAĞAÇ

[email protected]

Hüseyin ÖZ

[email protected]

Abstract

This study sought to find out the possible relationships between personality traits and academic

achievement of prospective English as a Foreign Language (EFL) teachers. A total of 200

university students from a major state university voluntarily participated in the study. Data were

collected through the International Personality Item Tool (IPIP) and the self-reported grade-point

average (GPA). The tool was designed to determine the dominant personality trait(s) of the

participants within the scope of Big Five Personality Traits; that is, conscientiousness,

extraversion, agreeableness, openness and neuroticism. In line with the literature the results

revealed that there were statistically significant relationships between the participants’ personality

traits and academic achievement. Specifically, conscientiousness, openness and agreeableness

were the personality traits that positively and significantly correlated with academic achievement.

Furthermore, in order to find out the predictive effects of the personality traits on academic

achievement, the multiple regression analyses were conducted. According to the results of the

analyses, personality traits were able to predict 17% of the academic achievement, with openness

being the strongest determinant. Conscientiousness followed openness while three other traits

failed to predict academic achievement of the participants.

Keywords: EFL, teacher education, personality traits, academic achievement,

prospective English teachers

1. Introduction

The growing interest of researchers in the individual differences during the 20th century

has led to the rise of many theories covering individual differences. Some of these theories

have dealt with issues such as anxiety, gender, age or attribution. However, when individual

differences are regarded, personality is often one of the first constructs associated with these

differences. Essentially, it covers all the features and deeds that make people as they are. It

was also defined as “individuals’ characteristic patterns of thought, emotion and behavior

together with the psychological mechanisms – hidden or not – behind those patterns”

(Funder, 2001, p. 2). As it is one of the most critical individual differences, it has been

studied extensively and thoroughly (Busato, Prins, Elshout, & Hamaker, 2000; Komarraju &

Karau, 2005). As a result, numerous models, theories and approaches have been created in an

attempt to find out how personality traits work in different settings. The main rationale for

the rise of personality models and theories lays on the fact that many researchers (e.g.,

Barratt, 1995; Blickle, 1996; Farsides & Woodfield, 2003) claimed that personality had an

effect on the way learners accumulate and process information. More specifically, Chamorro-

Premuzic and Furnham (2003a, 2003b, 2004, 2005) alleged that personality traits could

mailto:[email protected]

mailto:[email protected]

Kırkağac & Öz

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determine academic outcomes together with the intelligence factor. Existence of a great

number of studies on the impact of personality traits on learning encouraged contemporary

researchers to dig into other links between personality traits and learning. However, only a

couple of studies tried to enlighten these links from prospective EFL teachers’ point of view.

The present study, therefore, aimed at finding out the possible relationships between

personality traits and academic achievement of the prospective EFL teachers.

2. Literature Review

2.1. The Big Five Personality Traits Model

As personality is found out to make a difference in academic achievement (Chamorro-

Premuzic, & Furnham, 2006; Conrad & Patry, 2012; Noftle & Robins, 2007), certain models,

theories and approaches have been developed to uncover the possible effects of personality

on learning. The Big Five Personality Traits Model stood out for many reasons. To begin

with, these five traits, i.e. openness to experience, conscientiousness, extraversion,

agreeableness and neuroticism, overlap perfectly with the studies that include more or less

traits than those in the Big Five Personality Traits Model. Verhoeven and Vermeer (2002)

stated that these five traits are “dynamic but nevertheless relatively stable dispositions and

indicators of personal needs” (p. 373). Additionally, the model uses terms that can be used

universally. In other words, it creates a common jargon for the researchers working on

personality.

With the help of The Big Five Personality Traits, earlier studies found out promising

results between personality traits and academic achievement. For example, Chamorro-

Premuzic and Furnham (2003) discovered that conscientiousness was a strong and

determinant predictor of learners’ performance in exams. Similarly, Bipp, Steinmayr, and

Spinath (2008) discovered an inverse relationship between conscientiousness and work

avoidance orientation. Furthermore, in his study about the relationships between personality

traits and SAT scores of the learners, Conard (2006) found out that learners who were high in

conscientiousness tended to have higher SAT scores. More recently, Feyter, Caers, Vigna and

Berings (2012) observed a strong link between conscientiousness and academic motivation

and also academic performance.

As openness refers to being intellectually inquisitive and having a strong desire to have

variety (Komarraju & Karau, 2005), a great number of studies (Busato, Prins, Elshout, &

Hamaker, 1999; Busato et al., 2000; Chamorro-Premuzic & Furnham, 2003a; Zhang, 2002;

2003) associated it with higher achievement. In line with the earlier studies, Bidjerano and

Dai (2007) found out that learners having high levels of openness made better use of time

management and effort regulation, which led academic success. Farsides and Woodfield

(2003) stated that openness was one of the traits that predicted final grades. However, several

scholars (Busato et al., 2000; Chamorro-Premuzic & Furnham, 2003; Gray & Watson, 2002;

Furnham & Monsen, 2009) warned that the results regarding openness varied in different

settings.

Extraversion is another personality trait that needs a closer look. Essentially, it is

“characterized by sociability, spontaneity and adventurousness” (Clark & Schroth, 2010,

p.20). Therefore, it was claimed that it might have both facilitative (e.g. Poropat, 2009) and

inhibitive effects (e.g., De Raad & Dchouwenburg, 1996; Feyter, Caers, Vigna, & Berings,

2012) on academic achievement and performance.

Similar to extraversion, the links between agreeableness and academic achievement are

not always consistent and statistically significant. Although there are a number of studies that

found out positive relationships between academic achievement of the learners (Duckworth


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& Seligman, 2005; Farsides & Woodfield, 2003; Furnham, Zhang, & Chamoro, 2006;

Lounsbury, Sundstrum, Gibson, & Loveland, 2003b; Zhang, 2002; 2003), Hakimi, Hejazi,

and Lavasani (2011) found out that agreeableness did not have a predictive role in academic

achievement.

The last one of the big five personality traits, neuroticism is defined as “individual

differences in one’s disposition towards constructing, perceiving and feeling realities in

threatening, disturbing or problematic ways” (Hakimi et al., 2011, p. 837). Due to its nature,

neuroticism was negatively associated with academic achievement (Duff, Boyle, Dunleavy,

& Ferguson, 2004; Laidra, Pullmann, & Allik, 2007; Lounsbury et al., 2003a; Mathews &

Zeidner, 2004). In line with the earlier studies, Furnham and Monsen (2009) hypothesized

that neuroticism and academic performance were negatively correlated due to the fact that the

stress level that neurotic learners experienced was much higher than the facilitating level.

3. Methodology

3.1. Research Design

This study was conducted with a quantitative research design and survey methodology. No

manipulation of the environment or the participants was required. As in many quantitative

research designs, participants of the study were expected to provide data with the help of the

instrument in their natural education settings where no intervention was planned or utilized.

3.2. Setting and Participants

Data for this study were collected from students (N=200; female: 159; 79.5%; male: 41;

20.5%) enrolled in an English as a Foreign Language (EFL) teacher education program at a

major state university. Convenience sampling technique, a well-known non-probability

sampling technique in language studies, was used in selecting the participants for the study.

3.3. Measures

In addition to a self-report measure of participants’ current GPA, Goldberg’s International

Personality Item Pool (2001) was used. The 50-item tool consists of two sections called

Personality Traits and Global Personality Traits. It has a Likert-Scale design with responses

from 1, referring to “very inaccurate of me”, to 5, meaning “very accurate of me”. Depending

on the answers of the participants, the measure was intended to reveal the dominant

personality trait(s) according to the Big Five Personality Traits Model. The reliability

analysis based on the current data was also computed and provided below.

Table 1. Reliability values of Goldberg’s international personality item pool

The internal consistency of the five subscales ranged from α=.83 to α=.63 (conscientiousness .69, openness .79,

extraversion .74, agreeableness .63, neuroticism .83)

3.4. Data Collection and Analysis

Cronbach Alpha

N of Items

Conscientiousness .69 10

Openness .79 10

Extraversion .74 10

Agreeableness .63 10

Neuroticism .83 10

Total .78 50

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The present study was conducted with prospective English language teachers at a major

state university in Ankara. Before data collection, all necessary permissions were taken from

the Ethics Commission of the university. In addition, all participants were given a consent

form, through which they were informed that it was a voluntary survey and that they were

free to stop participating at any time they wanted. In order to see the probable relationships

between personality traits and academic achievement, some statistical analyses were

conducted with the help of IBM SPSS Statistics 20. Given that the data were normally

distributed and necessary assumptions were met, the Pearson-Product Moment Correlation

test was conducted to find out whether there were any relationships between Big Five

personality traits and academic achievement. In addition, multiple regression analysis was

carried out to explore the predictive power of the personality traits. Among several other

methods of multiple regression, enter method was used for the current study.

4. Results

The present study investigated the relationships between personality traits and academic

achievement. Additionally, the study sought the role of personality traits in predicting the

academic achievement of pre-service EFL teachers.

As the data met the major requirements of certain assumptions such as normality,

linearity, multicollinearity and homogeneity of variance, parametric tests specifically

correlation and regression tests could be run.

The Pearson-product moment correlation test was run in order to reveal the relationship

between academic achievement and Big Five personality traits. The intercorrelation of the

Big Five personality traits and GPA of the participants were presented below.

Table 2. The intercorrelation of the big five personality traits and GPA

1 2 3 4 5 6

1 GPA Pearson Correlation 1

2 Conscientiousness Pearson Correlation .315** 1

Sig. (2-tailed) .000

3 Openness Pearson Correlation .331** .323** 1

Sig. (2-tailed) .000 .000

4 Agreeableness Pearson Correlation .214** .326** .437** 1

Sig. (2-tailed) .002 .000 .000

5 Extraversion Pearson Correlation .132 .170* .390** .375** 1

Sig. (2-tailed) .065 .019 .000 .000

6 Neuroticism

Pearson Correlation .044 -.145* -.119 -.009 -.338** 1

Sig. (2-tailed) .539 .047 .104 .897 .000

As seen in the table, several positive correlations existed between GPA and Big Five

personality traits; that is, openness, conscientiousness, extraversion, agreeableness and

neuroticism; coefficients ranging from .214 to .331 (p<.01).

The results of Pearson-product moment correlation test indicated that conscientiousness as

one of the Big Five personality traits was positively and significantly correlated with

academic achievement of the participants, r=.315, p < .01. In addition, there was a significant

and positive correlation between openness and academic achievement of the participants

according to the result of the correlation analysis, r=.33, p<.01. Finally, there was a

statistically significant and positive correlation between academic achievement of the


321

participants and their agreeableness, r=.215, p<.01. However, no statistically significant

relationships were found between academic achievement and extraversion, r=.132, p=.65.

Contrary to common belief in literature, no negative correlations existed between neuroticism

and academic achievement, r=.044, p=.53.

The second part of the study included multiple regression analysis. The main aim of this

analysis was to observe the predictive effects of the personality traits on academic

achievement of the participants. Thus, Big Five personality traits were entered to see the

effects of Big Five personality traits on GPA. Table 3 below shows the results of the multiple

regression analysis.

Table 3. Multiple regression analysis results

Model Unstandardized Coefficients Standardized

Coefficients

t Sig.

B Std. Error Beta

1

(Constant) 1.987 .248 8.010 .000

Conscientiousness .128 .042 .230 3.046** .003

Openness .162 .046 .285 3.509** .001

Agreeableness -.005 .053 -.007 -.089 .929

Extraversion .002 .041 .005 .060 .952

Neuroticism .049 .032 .113 1.514 .132

Multiple R = .42 R2 = .17 Adjusted R2 = .15

**p < .01

As it can be seen from the table above, after all variables were entered into the equation,

Multiple R appeared to be .42 (p< .01). When the Beta values were examined, it was found

out that Conscientiousness and Openness were able to predict GPA grades of the participants

positively and significantly (β =.23 and β=.28 respectively, p<.01). In addition, the predictive

power of Openness was stronger than that of Conscientiousness. The results demonstrated

that other three personality traits failed to predict academic achievement of the participants

(p>.05). Thus, the multiple regression analysis results indicated that personality traits,

specifically Conscientiousness and Openness were able to explain 17% of the variance in

participants’ GPA.

5. Discussion

The present study aimed at finding out the potential links between personality traits and

academic achievement. The results of the current study indicated that personality and

academic achievement were closely and significantly correlated. Specifically, Openness,

Agreeableness and Conscientiousness were the personality traits which correlated

significantly with academic achievement of the participants. In addition, personality traits all

together were able to predict 17% of the variance in GPA grades. Openness and

Agreeableness were the two personality traits which led to statistically significant changes in

GPA of the participants.

The results of the study were in line with the literature. The previous studies also alleged

that personality traits were always influential factors in foreign language teaching (Dörnyei,

2005). It affected not only behaviors of the individuals but also attitudes and emotions

towards certain issues (Hogan, Hogan, & Roberts, 1996). Therefore, lots of researchers

conducted studies on the concept of personality and related it to language learning (e.g.,

Chamorro-Premuzic & Furnham, 2004; Rinderman & Neubauer, 2001; O’Connor &

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Paunonen, 2007). Chamorro-Premuzic and Furnham (2003a), for instance, claimed that

personality and academic performance were positively and significantly associated.

Similarly, it was also asserted that personality could predict academic achievement

significantly (Farsides & Woodfield, 2003). Hakimi et al. (2011) also found out that

personality traits were able to predict 48% of academic achievement, which showed the

power of personality traits on academic achievement.

As the results revealed, Openness had statistically significant relationships with academic

achievement of the participants. It also had the biggest predictive power among other

personality traits. The results of the both correlation and regression analyses were in line with

the earlier research. To illustrate, Farsides and Woodfield (2003) stated that Openness had a

predictive power on the final grades of the participants. Similarly, another study by

Komarraju and Karau (2005) indicated that open learners tended to attend classes more

regularly and these learners were more achievement-oriented compared to non-open learners.

The results of Öz’s study (2015) supported the previous studies by claiming that there was a

link between Openness and powerful goal orientations, which fostered learning. Many other

scholars (e.g., Ackerman & Heggenstad, 1997; Busato et al., 2000; Lounburry et al., 2003)

also suggested that use of such techniques helped open learners to succeed more.

Conscientiousness has always been regarded as one of the strongest predictors of

academic achievement (Cheng & Ickles, 2009; Diseth, 2003; Feyter et al., 2012). In line with

the studies, Conscientiousness followed openness in terms of the correlation value and

predictive power. A strong correlation existed between conscientiousness and academic

achievement. It was also able to statistically predict academic achievement. Aligned with the

results of the current study, Chamorro-Premuzic and Furnham (2003a) claimed that

Conscientiousness was able to predict exam performance of the participants. Similarly, in his

study on the effects of personality traits on SAT scores, Conard (2006) found out that

Conscientiousness was associated with academic performance and academic motivation.

Another study by Hakimi et al. (2011) discovered that Conscientiousness was able to predict

the variance in academic achievement. When the results of the earlier studies and the nature

of Conscientiousness as a personality trait were taken into account, it was quite rational to

expect such results.

The results of the present study also showed a positive relationship between

Agreeableness and academic achievement. The correlation between academic achievement

and Agreeableness was statistically significant. However, as the table presented, the link was

not as striking as it was in Conscientiousness and Openness. Parallel to the current results,

earlier studies found out positive links between Agreeableness and academic achievement.

Farsides and Woodfield (2003), for instance, asserted that Agreeableness and school grades

were positively associated. Similarly, the results of Zhang’s study (2002) stated that

agreeable learners focused on higher grades compared to non-agreeable peers. Yet, as

opposed to the results of the correlation analysis, multiple regression analysis indicated that

Agreeableness failed to make statistically significant difference in the variance of GPA of the

participants. Although the correlation between agreeableness and academic achievement was

significant, agreeableness was not a statistically significant predictor of GPA. In line with this

result, certain studies (e.g., Hakimi et al., 2011) claimed that despite the existence of the

positive correlation, Agreeableness could not predict GPA or academic achievement of the

participants. When both results are taken into account, it can be inferred that Agreeableness is

a personality trait that needs closer examination.

The results of the correlation analysis indicated that there were neither positive nor

negative relationships between Extraversion and GPA of the participants. Similarly, multiple


323

regression analysis did not find out any predictive effects of Extraversion on GPA. As Duff et

al. (2004) stated, nature of the Extraversion led inconclusive results. That is, extraversion

included some features such as being socially active, having desires to contact with other

people, and these features were expected to help learning, especially peer learning. From this

point of view, Extraversion was thought to foster learning. Certain studies (e.g., Chamorro &

Furnham, 2003a; Hakimi et al., 2011) came up with results indicating positive relationships

between academic achievement and Extraversion. However, there were more studies (e.g.,

Furnham & Monsen, 2009; Furnham, Zhang, & Chamorro, 2006; Hakimi, 2011; Matthews,

1997; O’Connor & Paunomen, 2007; Oswald et al., 2004; Rolfhus & Ackerman, 1996)

claiming that Extraversion was negatively associated with academic achievement. Therefore,

Extraversion is one of the traits that needs to be approached with care.

Neuroticism has always been associated with negative emotions (Busato et al., 2000),

inclination for stress (McCrea & John, 1992) and insecurity (Clark & Schroth, 2010). Thus,

many studies (e.g., Hakimi et al., 2011; Komarraju & Karau, 2005; Laidra et al., 2007;

Matthews & Zeidner, 2004) demonstrated negative correlations between academic

achievement and Neuroticism due to the fact that stress and negative emotions that such

individuals experienced hindered learning (Duff et al., 2004).

Different from these results, correlation analysis results of the current study indicated no

statistically significant relationships between academic achievement and Neuroticism.

Likewise, Neuroticism did not have a negative predictive power on GPA grades of the

participants in multiple regression analyses. Although these results were not in line with the

studies cited earlier, many studies came up with interesting results with regard to academic

achievement and Neuroticism. Komarraju, Karau and Schmeck (2009), for instance, stated

that the links between Neuroticism and academic achievement were more multifaceted than

labeling Neuroticism as a purely negative trait. In that study, Komarraju et al. (2009)

discovered certain positive correlations between Neuroticism and achievement. In line with

their study, Bratko et al. (2006) argued that neurotic individuals might also achieve because

they possessed certain level of anxiety which might, in fact, facilitate learning at various

settings.

Like the results of the current study, various studies (Nguyen et al., 2005; Rosander,

Backstrom, & Stenberg, 2011) found out no relationships between academic achievement and

Neuroticism. Even though Neuroticism has always been labelled as a trait hindering learning,

such results, in a way, may help individuals to come up with the prohibitive effects of

Neuroticism.

6. Conclusion

The current study aimed at finding out the possible relationships between Big Five

personality traits and academic achievement. In the light of previous studies, several

statistically significant relationships among these concepts were expected. Considering the

small number of studies conducted with pre-service teachers of English, it was believed that

there was a gap in literature. In an attempt to contribute to the literature, data were collected

from 200 pre-service teachers of English. IPIP-Five-Factor Markers by Goldberg (2001) was

used as the data collection tool. In addition, demographic information such as age, grade and

GPA was obtained prior to the questionnaires. After the data collection was over, the data

were analyzed with the help of the data analysis software, SPSS 20.0. Correlation and

multiple regression analyses were used. The results of the study revealed several significant

relationships among personality and academic achievement. To start with, statistically

significant relationships between academic achievement and conscientiousness, openness and

agreeableness were discovered. However, multiple regression analysis showed that only

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conscientiousness and openness were able to predict academic achievement significantly.

Finally, overall findings indicated that personality traits predicted 17% of the academic

achievement.

The current study aimed at finding out promising relationships in a unique environment

with unique participants and as a result, contributing the existing literature. In such an

attempt, the study revealed several interesting but promising results for not only educators

but also learners. Hopefully, further studies on personality and academic motivation might

raise better awareness in learners and create better learning environments.


325

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